{"product_id":"cultural-training-and-educational-spaces-a-renewal-of-relationships-with-knowledge-hardback-9781786309020","title":"Cultural, Training and Educational Spaces; A Renewal of Relationships with Knowledge (Hardback) 9781786309020","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eCultural, Training and Educational Spaces\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Renewal of Relationships with Knowledge\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eTheodora Balmon (Edited by), Balmon (Author), Bruno Garnier (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781786309020, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 13 December 2023\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e320 pages\u003cbr\u003e23.5 x 15.6 x 2 cm, 0.558 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eFor two centuries, the school system has been a central point around which other players have gravitated: local authorities, voluntary organizations and the world of work. Over the course of the 20th century, this school centric configuration underwent a transformation, with local authorities tending to become integrated into the vertical culture of the school system. This was only the beginning of a process that brought schools and socio cultural players into constant contact.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eCultural, Training and Educational Spaces\u003c\/i\u003e first examines the relationships with knowledge generated by the links between the school system and other cultural, training and educational spaces, taking a historical, pedagogical and philosophical perspective.\u003c\/p\u003e \u003cp\u003eEasy access to learning materials creates different relationships with knowledge than those observed in schools. The book then looks at the pedagogical practices in these different cultural educational spaces, such as libraries and media libraries, museums and historical sites, places of heritage, history and entertainment, social networks and other multimedia formats.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003ePresentation of the Authors xi\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003cbr\u003e \u003ci\u003eBruno Garnier and Theodora Balmon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 The Cultural Spaces of Knowledge 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction to Part 1 3\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRégis Malet\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Local Educational Community and New Knowledge Sharing 5\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSylvie Condette\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Working together: local resources to mobilize 6\u003c\/p\u003e \u003cp\u003e1.1.1 General context of the action 7\u003c\/p\u003e \u003cp\u003e1.1.2 Personalizing the relationship: a useful first step, but not enough 8\u003c\/p\u003e \u003cp\u003e1.1.3 Open and strengthened consultation, at the service of families and children 9\u003c\/p\u003e \u003cp\u003e1.2 Collaboration in action: initiating new know-how 10\u003c\/p\u003e \u003cp\u003e1.2.1 Joint actions 10\u003c\/p\u003e \u003cp\u003e1.2.2 Continuous redefinition of objectives and activities 11\u003c\/p\u003e \u003cp\u003e1.2.3 Change of mindset and values to promote 12\u003c\/p\u003e \u003cp\u003e1.3 Effects of collaborative work 13\u003c\/p\u003e \u003cp\u003e1.3.1. Effects in terms of categorical rapprochement and interprofessionality 13\u003c\/p\u003e \u003cp\u003e1.3.2 Systemic effects on the environment 15\u003c\/p\u003e \u003cp\u003e1.4 Conclusion: towards the construction of a local educational community 15\u003c\/p\u003e \u003cp\u003e1.5 References 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Expanding Roles for Community Institutions: US Public Libraries as Community Health Partners 19\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMary Grace Flaherty\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Background 19\u003c\/p\u003e \u003cp\u003e2.2 US public libraries and health 21\u003c\/p\u003e \u003cp\u003e2.3 Shifting missions and responsibilities 21\u003c\/p\u003e \u003cp\u003e2.3.1 Health information providers 22\u003c\/p\u003e \u003cp\u003e2.3.2 Pandemic response 23\u003c\/p\u003e \u003cp\u003e2.3.3 Seizing opportunities 24\u003c\/p\u003e \u003cp\u003e2.4 Final thoughts 26\u003c\/p\u003e \u003cp\u003e2.5 References 26\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Regarding the School Form: Critical Reflections 29\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePierre Kahn\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Thinking about the school form 29\u003c\/p\u003e \u003cp\u003e3.2 Historicity of the school form 30\u003c\/p\u003e \u003cp\u003e3.3 Transhistorical continuity 34\u003c\/p\u003e \u003cp\u003e3.4 School form and democratic form of socialization, historicity versus continuity? 36\u003c\/p\u003e \u003cp\u003e3.5 Conclusion: the concept of school form, a useful concept? 37\u003c\/p\u003e \u003cp\u003e3.6 References 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Museums and the School Form: What are the Interactions? 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction to Part 2 43\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAnik Meunier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eChapter 4. The Transmission of Technical Culture in France in the 19th Century via Collections of Objects 49\u003cbr\u003e \u003ci\u003eGéraldine Barron\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Crossed histories 50\u003c\/p\u003e \u003cp\u003e4.2 Conservatoire des arts et métiers 50\u003c\/p\u003e \u003cp\u003e4.3 Musée naval 52\u003c\/p\u003e \u003cp\u003e4.4 Collections and audiences: outline of a differentiated transmission 54\u003c\/p\u003e \u003cp\u003e4.5 Conclusion 58\u003c\/p\u003e \u003cp\u003e4.6 References 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 The Musée de la Corse and the Citadelle de Corte, Experimentation of Museum Mediation in the Service of a Shared Future 63\u003cbr\u003e \u003c\/b\u003eMarion Trannoy Voisin\u003c\/p\u003e \u003cp\u003e5.1 Museum geography in Central Corsica 63\u003c\/p\u003e \u003cp\u003e5.2 Landscape inscription 65\u003c\/p\u003e \u003cp\u003e5.3 Change of destination 68\u003c\/p\u003e \u003cp\u003e5.4 Patrimonial territory 69\u003c\/p\u003e \u003cp\u003e5.5 Impacts 72\u003c\/p\u003e \u003cp\u003e5.6 Example of active and citizen museology 73\u003c\/p\u003e \u003cp\u003e5.7 References 75\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Institutionalization of Passion Instead of Competence 77\u003cbr\u003e \u003c\/b\u003eNathanaël Wadbled\u003c\/p\u003e \u003cp\u003e6.1 Introduction: leave your pupils to a guide 77\u003c\/p\u003e \u003cp\u003e6.1.1 Guides’ response to teachers’ demands 77\u003c\/p\u003e \u003cp\u003e6.1.2 Method and fieldwork: participant observation in a tourist office 78\u003c\/p\u003e \u003cp\u003e6.2 Competence of the guides in addition to that of the historians 80\u003c\/p\u003e \u003cp\u003e6.2.1 Extracurricular practice of a patrimonial space 80\u003c\/p\u003e \u003cp\u003e6.2.2 Guiding to make people see and understand 82\u003c\/p\u003e \u003cp\u003e6.3 Passing an anti-scientific discourse on history 83\u003c\/p\u003e \u003cp\u003e6.3.1 Replacing the historical discourse with another 83\u003c\/p\u003e \u003cp\u003e6.3.2 Misunderstanding with teachers 85\u003c\/p\u003e \u003cp\u003e6.4 Institutionalization of passion instead of competence 86\u003c\/p\u003e \u003cp\u003e6.4.1 Passion as the praxis of history 86\u003c\/p\u003e \u003cp\u003e6.4.2 Critical thinking as respect for tradition 87\u003c\/p\u003e \u003cp\u003e6.4.3 An organization that favors an anti-historical practice 88\u003c\/p\u003e \u003cp\u003e6.5 Conclusion: visiting a place of history in an age of mistrust of science 90\u003c\/p\u003e \u003cp\u003e6.6 References 91\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 The Contribution of Museums in Non-formal Education and Cultural Transmission 95\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAnik Meunier and Camille Roelens\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Places of autonomy and hypermodern mediations 97\u003c\/p\u003e \u003cp\u003e7.1.1 Resources of individual autonomy, or matter of mediation 98\u003c\/p\u003e \u003cp\u003e7.1.2 Benevolent authority, or the way of mediation 99\u003c\/p\u003e \u003cp\u003e7.2 Teachers: mediators in search of appropriate mediations? 100\u003c\/p\u003e \u003cp\u003e7.3 Conclusion 103\u003c\/p\u003e \u003cp\u003e7.4 References 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Cultural Space, Digitization and Training in the Museum 109\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCorinne Baujard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Context of the case study 110\u003c\/p\u003e \u003cp\u003e8.2 Presentation of the experimental project at the museum 111\u003c\/p\u003e \u003cp\u003e8.2.1 First report: enriching the museum’s relationship with its school audience 111\u003c\/p\u003e \u003cp\u003e8.2.2 Second report: preparing the school visit with the teachers 112\u003c\/p\u003e \u003cp\u003e8.2.3 Third report: art education and aesthetic relationships to art training with digital devices offered to pupils in the exhibition space 114\u003c\/p\u003e \u003cp\u003e8.2.4 Fourth report: the museum’s organization 116\u003c\/p\u003e \u003cp\u003e8.3 References 118\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Reading and Cultural Mediation 121\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction to Part 3 123\u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDenise Gisele De Britto Damasco\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Developing New Teaching Practices for Reading and Writing in French Elementary Schools Involving Book Mediators 127\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eNathalie Bertrand\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 What professional skills are expected? 127\u003c\/p\u003e \u003cp\u003e9.2 State of the art in initial training 128\u003c\/p\u003e \u003cp\u003e9.3 Cultural mediation practices in the master’s program 130\u003c\/p\u003e \u003cp\u003e9.4 Looking back on the experience: the students’ point of view 132\u003c\/p\u003e \u003cp\u003e9.5 New innovative pedagogical device to be tested: Fabulathèque 134\u003c\/p\u003e \u003cp\u003e9.6 Appendix 135\u003c\/p\u003e \u003cp\u003e9.7 References 137\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Making Books Resonate: A Cultural Mediation Exercise Offered to Trainee Schoolteachers 139\u003cbr\u003e \u003c\/b\u003e\u003ci\u003ePascale Gossin and Isabelle Lebrat\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 Reading aloud in literature 139\u003c\/p\u003e \u003cp\u003e10.1.1 Jean-Jacques Rousseau and fellowship 140\u003c\/p\u003e \u003cp\u003e10.1.2 Émile Zola and the social gaze 140\u003c\/p\u003e \u003cp\u003e10.1.3 Jean-Paul Sartre and the entrance into reading 140\u003c\/p\u003e \u003cp\u003e10.2 School practice 141\u003c\/p\u003e \u003cp\u003e10.2.1 Past school practice 141\u003c\/p\u003e \u003cp\u003e10.2.2 Current school practice 143\u003c\/p\u003e \u003cp\u003e10.3 Putting in resonance 144\u003c\/p\u003e \u003cp\u003e10.3.1 Reasons for choosing the module 145\u003c\/p\u003e \u003cp\u003e10.3.2 Difference between foresight and reality 145\u003c\/p\u003e \u003cp\u003e10.3.3 Role of the schoolteacher 145\u003c\/p\u003e \u003cp\u003e10.3.4 Professional contributions 145\u003c\/p\u003e \u003cp\u003e10.3.5 Challenges 146\u003c\/p\u003e \u003cp\u003e10.4 Conclusion 146\u003c\/p\u003e \u003cp\u003e10.5 References 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Informal Learning, Formal Learning, Hybrid Training 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction to Part 4 153\u003cbr\u003e \u003ci\u003eSylvie Condette\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Informal Adult Learning in Libraries: Between School Form and Popular Education? 159\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eTheodora Balmon\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Library between school form and popular education 161\u003c\/p\u003e \u003cp\u003e11.1.1 In the filter of the school form 161\u003c\/p\u003e \u003cp\u003e11.1.2 Legacy of popular education 162\u003c\/p\u003e \u003cp\u003e11.1.3 Informal learning 163\u003c\/p\u003e \u003cp\u003e11.2 Methodology of the narrative survey 164\u003c\/p\u003e \u003cp\u003e11.2.1 Comprehensive paradigm 165\u003c\/p\u003e \u003cp\u003e11.2.2 Sample and exploratory interviews 165\u003c\/p\u003e \u003cp\u003e11.3 Findings 166\u003c\/p\u003e \u003cp\u003e11.3.1 Profile of survey participants 166\u003c\/p\u003e \u003cp\u003e11.3.2 Formal\/informal duality 167\u003c\/p\u003e \u003cp\u003e11.3.3 Types of learning identified in the interviews 167\u003c\/p\u003e \u003cp\u003e11.3.4 Exchanges and socialization 168\u003c\/p\u003e \u003cp\u003e11.4 Discussion and conclusion 169\u003c\/p\u003e \u003cp\u003e11.5 References 170\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 The Construction of Boundary Objects: A Lever for the Transformation of the University Form 173\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRana Challah and Geneviève Lameul\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1 Introduction: higher education at the heart of change 173\u003c\/p\u003e \u003cp\u003e12.2 Projet DESIR: contextual elements 174\u003c\/p\u003e \u003cp\u003e12.3 Theoretical framework 175\u003c\/p\u003e \u003cp\u003e12.4 Methodology 178\u003c\/p\u003e \u003cp\u003e12.5 Research findings and highlights 178\u003c\/p\u003e \u003cp\u003e12.5.1 First stage of the project: the co-situation 178\u003c\/p\u003e \u003cp\u003e12.5.2 Second stage of the project: cooperation 180\u003c\/p\u003e \u003cp\u003e12.5.3 Third stage of the project: co-production 181\u003c\/p\u003e \u003cp\u003e12.6 Discussion and conclusion 182\u003c\/p\u003e \u003cp\u003e12.7 References 184\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization 189\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eRégis Malet and Martine Derivry-Plard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1 Introduction: the challenges of education and training in a globalized world 189\u003c\/p\u003e \u003cp\u003e13.2 Educating and training in a multilingual and multicultural world 190\u003c\/p\u003e \u003cp\u003e13.2.1 Education, training and languages: a heuristic alliance for the training of educators in a globalized world 191\u003c\/p\u003e \u003cp\u003e13.2.2 Dynamics of languages and disciplines contributing to training 193\u003c\/p\u003e \u003cp\u003e13.2.3 Plurilingual training and promotion of human diversity in education 194\u003c\/p\u003e \u003cp\u003e13.3 Training trainers for democratic education 196\u003c\/p\u003e \u003cp\u003e13.3.1 Content and value challenges for the promotion of intellectuals in action 196\u003c\/p\u003e \u003cp\u003e13.3.2 Cultural and curricular challenges in the production of transformative knowledge that promotes professional and civic commitment 199\u003c\/p\u003e \u003cp\u003e13.4 Conclusion: a plurilingual and pluricultural paradigm in teacher and trainer training to meet the democratic challenges of globalization 202\u003c\/p\u003e \u003cp\u003e13.5 References 204\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 The Emergence of Patrimonial Education in the Arganeraie Biosphere Reserve (ABR) in Morocco 211\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSalma\u003c\/i\u003e \u003ci\u003eItsmaïl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1 History of the school form 212\u003c\/p\u003e \u003cp\u003e14.2 Introduction of patrimonial education in the Moroccan school system 213\u003c\/p\u003e \u003cp\u003e14.2.1 Learning languages 213\u003c\/p\u003e \u003cp\u003e14.2.2 Citizenship education 213\u003c\/p\u003e \u003cp\u003e14.2.3 Self-directed learning 214\u003c\/p\u003e \u003cp\u003e14.2.4 Environmental education 214\u003c\/p\u003e \u003cp\u003e14.3 Poorly integrated patrimonial education 214\u003c\/p\u003e \u003cp\u003e14.3.1 Degree of patrimonial knowledge among pupils in Marrakech 216\u003c\/p\u003e \u003cp\u003e14.3.2 Degree of patrimonial knowledge among pupils in Agadir 216\u003c\/p\u003e \u003cp\u003e14.4 New school form to be tested 217\u003c\/p\u003e \u003cp\u003e14.4.1 Experience at the heart of learning 220\u003c\/p\u003e \u003cp\u003e14.5 Discussion 221\u003c\/p\u003e \u003cp\u003e14.6 References 222\u003c\/p\u003e \u003cp\u003eConclusion 225\u003cbr\u003e \u003ci\u003eTheodora Balmon and Bruno Garnier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAppendix 241\u003cbr\u003e \u003ci\u003eAlain Jaillet\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003ePostface 255\u003cbr\u003e \u003ci\u003eMaurice Tardif†\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eList of Authors 263\u003c\/p\u003e \u003cp\u003eIndex 265\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-ISTE","offers":[{"title":"Brand New","offer_id":52446792843544,"sku":"9781786309020","price":93.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781786309020.jpg?v=1785113835","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/cultural-training-and-educational-spaces-a-renewal-of-relationships-with-knowledge-hardback-9781786309020","provider":"Freshly Printed Books","version":"1.0","type":"link"}